Primary schools

Since 1993 it has been the responsibility of the governors of primary and middle–deemed primary schools to decide whether the school should provide sex education in addition to that in the National Curriculum (Science); to keep a written statement of this decision; and to develop a policy outlining where and how sex education will be provided. This policy should be made available to all parents. Voluntary aided primary schools are encouraged to develop a sex education policy if they decide to provide sex education in addition to that within National Curriculum (Science).

Middle schools

Where these are deemed primary, sex education is discretionary as outlined above. Where they are deemed secondary, sex education is compulsory as described below for secondary schools.

Secondary schools

Secondary schools including middle-deemed secondary schools are required to provide sex education. This must include education about HIV/AIDS and other sexually transmitted infections to all registered pupils. Parents have the right to withdraw pupils from all or part of that sex education as long as it is outside the National Curriculum. Since 1993 school governors of secondary schools have been required to develop a policy explaining how and where sex education will be taught, and to make that policy available to parents. Governors of voluntary aided secondary schools are encouraged to develop a sex education policy outlining the content and organisation of sex education provided in addition to that in National Curriculum (Science).

Special schools

In those special schools which cater exclusively for primary or for secondary age children, the responsibilities of governing bodies correspond to those of primary or secondary schools as outlined above. In all–age special schools, the governing bodies are required to adopt separate arrangements for children under and over the age of 11 corresponding to those applying to primary schools and secondary schools. In addition, the governors should ensure that their written policies explain any distinction they may have chosen to make between arrangements for children below the age of 11 and those above it.

1994 guidance from the Department for Education encourages governing bodies to involve parents as fully as possible in the formulation and review of their sex education policies and programmes, not only as a matter of good practice but, because such involvement is likely to reduce the number of parents who have sufficiently strong reservations about the school's programme as to lead them to consider exercising their right of withdrawal.

The 2000 Guidance

This guidance was updated in the 2000 Department for Education and Sex and Relationships Guidance of the Department for Education and Skills. This stated that:

• Effective sex and relationship education is essential if young people are to make responsible and well-informed decisions about their lives. It should not be delivered in isolation and should be firmly rooted within the framework for PSHE and the National Curriculum.
• The objective of sex and relationship education is to help and support young people through their physical, emotional and moral development and would help young people learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood.
• It would help pupils develop the skills and understanding they need to live confident, healthy and independent lives and deal with difficult moral and social questions.
• It states that “as part of sex and relationship education, pupils should be taught about the nature and importance of marriage for family life and bringing up children,” but that the Government recognised “that there are strong and mutually supportive relationships outside marriage,” and that “care needs to be taken to ensure that there is no stigmatisation of children based on their home circumstances.”
• Secondary pupils should learn to understand human sexuality, learn the reasons for delaying sexual activity and the benefits to be gained from such delay, and learn about obtaining appropriate advice on sexual health.
• Effective sex and relationship education does not encourage early sexual experimentation. It should teach young people to understand human sexuality and to respect themselves and others. It enables young people to mature, to build up their confidence and self-esteem and understand the reasons for delaying sexual activity.

The 2002 OFSTED Report

The 2002 Report from Her Majesty’s Chief Inspector of Schools followed from a recommendation that OFSTED, the Office for Standards in Education, should conduct a survey on sex and relationships education in schools and produce a guide to good practice.

The report it produced was based on evidence from inspection of 140 primary, secondary and special schools; discussions with 650 young people during these inspections; analysis of OFSTED inspections of primary, secondary and special schools carried out during 2000/01; and a postal survey of about 1,000 primary, secondary and special schools in20 local education authorities.

Main findings

The OFSTED report found that:

• Most of the primary and secondary schools taught about sex and relationships conscientiously and, for the most part, effectively.
• Pupils’ knowledge and understanding of factual aspects of SRE were good, but school programmes needed to do more to develop values and attitudes and the personal skills needed to make sensible choices. OFSTED comment: “At all key stages, too many schools tend to judge achievement in SRE only in terms of factual knowledge.”
• Over nine out of ten schools had SRE policies. Their quality was good in over half the primary schools and in three fifths of secondary schools. In one in ten of all schools, their quality was poor.
• The 2000 guidance from the DfES had had a positive effect, but too many schools had not reviewed their policies in the light of the guidance.
• Education about HIV/AIDS was receiving less attention than in the past, despite the fact that it remains a significant health problem. The rport found that the percentage of girls aged 14-15 “worrying quite a lot” about HIV/AIDS had gone down from 35% in 1995 to 12% in 1999, and boys from 27% to 10%.
• Education about parenthood did not feature in all secondary schools’ programmes, even though most schools recognised its importance.
• Few schools engaged pupils in discussions when planning or evaluating their SRE programmes. Where such discussions had taken place, pupils valued them and the school gained fresh insights.
• In secondary schools, at both key stages, teaching about sexual health, including sexually transmitted infections, and the law in relation to sex, was poor in one in five lessons.
• Schools had been effective in addressing the concerns of parents, communities and religious groups about the SRE they provide. About four in every 10,000 pupils (0.04%) were currently being withdrawn from the nonstatutory aspects of SRE.
• Many parents were reluctant to play a greater role in discussing sex and relationships with their children because they felt they lacked the necessary knowledge and skills.
• The media, especially magazines for teenagers, were an increasingly important source of information and had a significant bearing on pupils’ attitudes.
• Schools provided support and advice for individual pupils, but boys felt that this support and advice was often aimed only at girls. While not necessarily true, the perception discouraged them from seeking help.
• Access to advisory services depended in part on where pupils lived. Whatever the location of the services, many pupils were concerned about confidentiality.
• Support for pregnant schoolgirls varied in quality. School-age fathers did not receive enough guidance.

To improve the quality of education about sex and relationships in schools, it was important that:

• schools broadened their coverage and clarified their definition of achievement.
• SRE was taught by teachers with specialist knowledge and expertise.
• further guidance was given on teaching about sexuality and about parenthood.
• the coverage of HIV/AIDS was enhanced.
• assessment, monitoring and evaluation processes were improved.
• more advice was provided for parents, especially fathers, to help them to talk more fully about sex and relationships with their children.
• pupils were given better access to individual advice from specialist professionals.